All these words reflect notions that seem to fit various definitions and ideas of our mentors. Perhaps the most acknowledged root of the ideas and definitions surrounding the concept of mentor is the well-known story from Greek mythology: Odysseus, leaving for battle, asked his female friend, the goddess of wisdom Athena, to take on the male form of Mentor to watch and guide his son Telemachus
... [Show full abstract] while he was away (Homer 1967). Thus, a name was given for beneficial people in our lives, and the themes encom-passing mentors as helpful teachers were brought into consciousness. These conceptions of mentors have continued through the centuries and are reflected in the many defini-tions of mentors and in expectations of mentoring relationships. Just uttering the word "mentor" may bring to mind images of supportive people in the past or present who have assisted us and continue to sustain us in our professional and personal lives. But "mentoring is a slippery concept" declares Patricia Cross (1999) in her foreword to Daloz's second edition of Mentor: Guiding the Journey of Adult Learners. Indeed, a search through the mountains of literature and research concerning mentoring reveals differing definitions for the term. Levinson et al. (1978) defined a mentor as "teacher, advisor, or sponsor" (p. 97), leaving the term open to personal or professional connotation. Daloz (1999) gives mentors mystical powers, declaring that "mentors give us the magic that allows us to enter the darkness; a talisman to protect us from evil spells, a gem of wise advice, a map, and sometimes simply courage" (p. 18). Others choose to define mentors as helping more with professional life, such as Ragins (1997b), who describes mentors as people with advanced experiences and knowledge who are willing and, in most cases, committed to providing upward mobility and support to their protégés' career development. Sands, Parson, and Duane (1992) add the idea of nurtur-ing to their definition of a mentor: "professional guide who nurtures and promotes the learning and success of his or her protégé" (p. 124). Cohen (1995) describes mentoring as a one-to-one relationship; in order for the relationship to evolve, he prescribes a series of recommended hierarchical steps for the mentoring dyad. The differing definitions of mentors reflect the various characteristics that seem to define informal and formal mentoring relationships. Informal mentoring relationships are psychosocial mentoring relationships, enhancing protégés' self-esteem and building confidence through interpersonal dynamics, emotional bonds, mutual discovery of common interests, and relationship building (Kram and Isabella 1985). Formal mentoring relationships, in contrast, are generally organized and sponsored by work-places or professional organizations; a formal process matches mentors and protégés for the purpose of building careers.